The Missing Link: The iSOAP Model for Incorporating Telehealth Within Simulations

Chike-Harris, Katherine; LaManna, Jacqueline B.; Eckhoff, Dawn O.; Buchanan, Lynne; McCumber, Sara; Corcoran, Karen; Shea, Joyce; Rutledge, Carolyn

doi:10.1016/j.ecns.2021.05.006

Cited by 7 publications

(9 citation statements)

References 14 publications

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“…9,16 This requires description of how a competency will be observed and assessed over time. 11,16 In addition to providing leveled telehealth-specific subcompetencies for APRNs, the competencies presented in this article may also assist health care educators in creating interprofessional learning activities 8 including simulated telehealth encounters 22 and support assessment of team-based competencies and professional growth. Finally, the leveled telehealth competencies and associated evaluation strategies are useful tools for faculty engaged in curricular revisions, including those transitioning to BSN to DNP program plans of study.…”

Section: Discussionmentioning

confidence: 99%

Telehealth Competencies

et al. 2022

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Background: The COVID-19 pandemic spurred a rapid uptake of telehealth utilization, with advanced practice registered nurses (APRNs) at the forefront of telehealth care delivery. To advance training of nurse practitioners and support curricular development, essential APRN student competencies in telehealth were developed. Problem: Although telehealth competencies have been developed, little is understood about their evaluation across the curricula. Moving to competency-based nursing education involves leveling broad competencies into subcompetencies, including those for telehealth. Subcompetencies support frequent, multimodal evaluation of student progress across APRN curricula. Approach: Adapting Benner's Novice to Expert Theory, faculty experts in telehealth and graduate nursing education used an iterative process to develop and level subcompetencies aligned with the Four Ps of Telehealth framework. Outcomes: Telehealth subcompetencies were leveled for preclinical and clinical rotations and for readiness for practice. Conclusions: The leveled subcompetencies, aligned with the Four Ps of Telehealth framework, will support APRN faculty in diverse programs as they implement competency-based education in telehealth.

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Section: Discussionmentioning

confidence: 99%

Telehealth Competencies

et al. 2022

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“…The iSOAP Framework. Adapted from “The Missing Link: The iSOAP Model for Incorporating Telehealth within Simulations” by Chike-Harris et al, 2021, Clinical Simulation in Nursing, p.41. Copyright 2021 by Elsevier.…”

Section: Methodsmentioning

confidence: 99%

“…Clearly defined skills and expectations were aligned with telehealth examination of HEENT. The iSOAP simulation checklist (Chike-Harris et al, 2021) was used to evaluate specific telehealth behaviors and was assessed by faculty as performed, not performed, or not applicable.…”

Section: Methodsmentioning

confidence: 99%

“…Each student in the pair chose one of two possible focused patient encounters, and each student in the pair had a turn as the provider as well as the patient. The iSOAP (Chike-Harris et al, 2021) standard in-person format with the focused RCDP adaptation was the structure for the simulation encounter (Figure 2). The time allotted was 15 minutes to reflect the time frame encounter in the clinical practice environment.…”

Section: Methodsmentioning

confidence: 99%

“…During laboratory session, examination techniques and equipment were demonstrated and practiced, and potential clinical findings and differential diagnoses were reviewed. To prepare and guide the in-person simulated patient encounter, students received the Introduction Subjective Objective Assessment Plan (iSOAP) framework for telehealth simulation (Chike-Harris et al, 2021), with a focus on the standard in-person encounter. For the integrative strategy, the focused RCDP simulated patient encounter was added to the iSOAP framework (Figure 2).…”

Section: Methodsmentioning

confidence: 99%

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Rapid-cycle deliberate practice telehealth as an integrative learning strategy in nurse practitioner education

Sheikh¹

2022

J Am Assoc Nurse Pract

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Telehealth is a way for clinicians to deliver care and for patients to access care via the internet. This method of health care delivery has become an expectation of nurse practitioner practice. Rapid-cycle deliberate practice (RCDP) is a technique grounded in cognitive load theory used to teach a sequence of predetermined skills to learners through purposeful skill augmentation and strategic repetition. Throughout the process, students receive feedback based on well-defined objectives. Material is processed from working memory into long-term memory in small portions with the intent to prevent working memory overload. Advanced practice physical assessment in-person simulation laboratory sessions were framed and focused using the RCDP model. In-person sessions were followed by telehealth simulations for the skill area. Both the in-person laboratory and online telehealth visits followed a similar framework: isolate the skill, baseline knowledge, measurable objectives, practice expectations, and evaluation. Leveled telehealth competencies and domain descriptors were used as a guide for the telehealth sessions. Using the RCDP model to facilitate student translation of physical assessment skills from an in-person venue to the telehealth care environment yielded encouraging potential to isolate and evaluate specific skills, address measurable objectives, and identify behaviors that encompass multiple competencies, developmental milestones, and levels of proficiency. The RCDP telehealth simulations showed promise in the education of nurse practitioner students to accomplish key telehealth health assessment behaviors and progression toward readiness for practice.

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